British Council Resources IIIThe following resources are designed by members of the British Council and are meant to be implemented thorughout LINGUAVENTURAS, ESL

Project from SED

AIMS

• By the end of this session you will

• …have had a hands on experience on lesson planning according to one of the techniques or methodologies you just heard a presentation about.

GUIDELINES TO COMPLETE THE LESSON PLAN TEMPLATE

• Decide on a target population and topic. Complete the header accordingly.

• Include the class aim (s) in the lines.

• Include the period of time you expect students tospend in each activity in the first column (time).

GUIDELINES TO COMPLETE THE LESSON PLAN TEMPLATE

• The name of each stage must be according to thetechnique or methodology you were assigned.

• The column aim is meant to be completed with thespecific aim of each stage, one that will be relatedand point at the general aim (s) of the class.

• The procedure refers to the step to step that will be followed to develop each of the activities.

GUIDELINES TO COMPLETE THE LESSON PLAN TEMPLATE

• The interaction column corresponds to the type of interaction (T-SS, S-S, etc.) and the size of the groupsif any.

• In the comments column you may include things tokeep in mind or things you notice you could improveas you execute the lesson plan.

LESSON PLAN ASSESSMENT

20%

20%

20%

20%

20%

USE OF THE FORMAT

AIMS

APPROACH USE

ACTIVITIES

COHERENCE

AIMS

• By the end of this session you will…

• … have recognized what planning and carrying outcommunicative activities and games involves.

GUIDELINES TO PLAN YOUR COMMUNICATIVE ACTIVITIES

Define the type of population you will address thisactivity to.

Plan the way you will display instructions.

Remember you must include lots of student-studentinteraction during the development of the activity.

Keep in mind the recommendations given in the“Ingredients” and “Creative games for the languageclass” texts.

Demonstrations must last 7 minutes only.

SESSION AIM

• By the end of the session you will have practisedidentifying types of errors students could make duringspoken interaction, and suitable responses to them.

WHAT IS INVOLVED IN EFFECTIVE COMMUNICATION?

1. Phonological features of speech.2. Following rules of language.

3. Communicative functions of the language.

4. Social meaning.

5. Paralinguistic devices.

ERROR CORRECTION TECHNIQUES

Peer correction: Correction is done by other members of the class.

Gestures and mime: A gesture (for example a wobbling hand), may be enough to indicate that something does not quite work.

Facial expression: The teacher’s facial expression shows that something is wrong.

Non-verbal sounds: a simple Humm… or any other noises to point the error.

Simple phrases: We simply say That’s not quite right, Almost, Nearly.

Finger correction: Fingers are used to represent words or syllables to help students’ keep track of their error.

Echoing: We repeat what the student has said emphasising the part of the utterance that was wrong. Ex: *Flight

309 GO to Paris? (said with a questioning intonation).

Reformulation: the teacher to repeat what the student has said correctly, reformulating the sentence, but without

making a big issue of it.

Post activity correction: Correction is given after the activity.

Hinting: a quick way of helping students to activate rules they already know (but which they have temporarily

‘disobeyed’) is to give a quiet hint. We might just say the word ‘tense’ to make them think that perhaps they should

have used the past simple rather than the present perfect.

SESSION AIM

•

• By the end of this session you will be clear about the guidelines you will follow to plan your micro teaching

assignment.

Before you Begin

1. Determine your target population (age, gender, background knowledge they may have, etc.)

2. Identify the topic and skills you will include.

3. Determine which approach (out of the ones studied during the first day) you will use.

4. Define the session aim(s).

STEPS TO PLAN YOUR MICRO TEACHING

As you Write your Lesson Plan

• 4. Plan activities:• State an aim for each activity.• Determine timing for each stage in your class or

activity.• Make a list of materials you will need.• Consider what you will say and how you will

convey instructions.

• 5. Reread your session plan and check for coherence and cohesion!

STEPS TO PLAN YOUR MICRO TEACHING

ELEMENTS YOUR MICROTEACHING SHOULD INCLUDE

• A WARM UP to allow your students switch from a Spanishspeaking environment to an English class.

• AIMS to guide the activities and to let students know whatthey are expected to do and achieve by the end of the lesson.

• One of THE APPROACHES studied last week during the secondsession.

STEPS TO PLAN YOUR MICRO TEACHING

AIM

• By the end of this session you will…

•

• …be ready to plan listening activities considering your students´ skills and needs.

•

•

THE IMPORTANCE OF LISTENING ACTIVITIES

• It is an ESSENTIAL SKILL to develop for

effective COMMUNICATION.

• It is a way for students to become FAMILIAR

with AUTHENTIC LANGUAGE USE without

being immersed in a context where the target

language is spoken.

CHOOSING LISTENING ACTIVITIES: CONTENT

• Will this be interesting formy students?

INTEREST

• Will my studentsunderstand thecontext and ideas?

CULTURAL ACCESIBILITY

• Does it discussabstract contentsor is it based in everydaytransactions?

DISCOURSE STRUCTURE

• Does theinformation come thick and fast or are there moments in which the listenercan relax?

DENSITY

• Is the majority of grammar and vocabularyappropriate for mystudents?

LANGUAGE LEVEL

CHOOSING LISTENING ACTIVITIES: DELIVERY

• Is therecordinglong enough?

LENGTH

• Is the recordingclear? Doesbackgroundnoise affect?

QUALITY

• Do speakers talktoo fast or too slowfor my students´level?

SPEED

• Are there manyvoicespotentiallycausingconfusion?

NUMBER OF SPEAKERS

• Is the accentfamiliar and comprehensible formy students?

LANGUAGE LEVEL

LISTENING SUBSKILLS/PURPOSES• Ability to understand the general idea or gist of what is

said.

• Ability to understand specific information (words).

• Ability to understand details (phrases and sentences).

• Ability to understand speakers´ intention (Whysomething is said).

• Ability to understand speakers´attitude (How the personfeels).

• Ability to understand and confirm predictions.

• Ability to compare previously known information to whatis said.

LISTENING STRATEGIES

• Listening for the main idea.

• Predicting

• Drawing inferences

• Summarizing

Top-down

(Backgroundknowledge)

• Listening for specific details

• Recognizing cognates

• Recognizing word-order patterns

Bottom-up

(Text-based)

• Planning

• Monitoring

• EvaluatingMetacognitive

SESSION AIM

•By the end of this session you will…

• …have gotten familiar with different ways to set your students for different types of interaction and activities.

SEATING ARRANGEMENT

PATTERNS OF INTERACTION OPEN PAIR.

GROUP WORK.

CLOSED PAIR.

MINGLE.

TEACHER

FRONTED PLENARY.

STUDENT WORKING ALONE.

ONION RING.

PATTERNS OF INTERACTION: TEACHER ROLES AND ACTIVITIES